Planning for
Geographical Enquiry
Nik Miller
Planning for
Geographical Enquiry
A beginner’s guide!
a Beginner’s
Guide to
Geographical Enquiry
OR
Planning for Geographical Enquiry
Enquiry is an integral part of Good Geography
“Good
Geography”
Enquiry
What is ‘Good Geography’?
Patterns
Spaces
Identifyfrom
patterns
world in
Extrapolate
what in
hasthe
happened
around
then
investigate
the
one
place us
andand
time
to help
predict what
Good
might happen
elsewhere
processes
that
created
them.
Geography
Places
Processes
‘Good Geography’ encourages Enquiry?
“It is not the answer that enlightens,
but the questions”
Eugène Ionesco (1909-1994)
‘Good Geography’ makes
pupils ask questions
Pupils discover things for themselves
Enquiry is … ?
‘Geographical enquiry is clearly outlined as an
active, questioning approach to teaching and
learning which includes values enquiry, and is
integrated with the development of geographical
skills.
It is also explained that enquiry and skills are
developed and used when studying the required
content and not separately. All work in geography
should include an element of geographical
enquiry.’
Eleanor Rawling (2000)
Enquiry is … ?
A much more interactive way to learn
Facts
Ideas
Out-of-date
Relevant
Passive
Dull
Active
Teacher-led
Resource-led
Uncritical
Critical
Values
accepted
Pupils’ values voiced
Disconnected
Continuity
Exciting
Enquiry is … ?
Children learn through …
They construct new
knowledge by …
… actively engaging
with their environment
… relating it to what
they already know
They ask questions!
Enquiry is … ?
Enquiry encourages ‘understanding’
Experiences
Understanding
Ideas &
Concepts
Ask questions
Thinking &
Reflection
Enquiry is … ?
Enquiry encourages learning with
geographical significance …
Country area proportional to number of births
http://www.worldmapper.org/
Enquiry is … ?
What is ‘Geographical Significance’?
Real Issues
Real Places
Real people
Relevant to pupils
Planning for Enquiry: How?
You all use enquiry to some degree already
The aims of most geography lessons are led by questions …
But which questions?
Questions should be not be too open …
What types of weathering can we find around
the school?
… rather than …
What is chemical weathering?
… but not too specific either
But which questions?
“The riddle does not exist. If a question can be put
at all, then it can also be answered”
Ludwig Wittgenstein (1889-1951)
Questions should be …
targeted
Not …
What is life like in Kenya?
… rather …
How does life in Nairobi differ from yours?
But which questions?
Questions should be Geographically Significant…
Are there too many people living in the UK?
… rather than …
What is the population density of the UK?
Structuring an Enquiry
Geographical enquiry should follow the stages of
learning …
Reflection
Construction
Engagement
Structuring an Enquiry
Geographical enquiry could follow a similar form
as scientific investigations …
How good was your
Research the key terms in
your hypothesis / question
Hypothesis
Research
Present the information
that you have found
Method
Results
Your question or a statement
that can be proved true or
false
How are you going to get the
information (this can be given)
information? How could
you have got better
information?
Conclusion
Evaluation
Have you proved your
hypothesis?
Have you answered your
question?
How long should it take?
As long as you like …
… some can be done in one lesson …
… others might take a
couple of weeks !
What do we need to buy?
Do not throw your schemes of work out of the window!
Do not throw your resources out of the window!
It is just a different approach!
How would you plan an Enquiry?
Task:
• What do you want the
outcomes to be?
• What questions would you
ask?
It is time for
• What other resources
would you use?
• How long would it take?
To do some work!
Feedback: Land-use in East Grinstead
• What do you want the outcomes to be?
–
–
–
–
Y7/8: An ‘answer’
Extension: Their own land use model (compare two or three towns)
Y5/6: A Land Use Map of the town
A greater understanding of maps: map interpretation
• What questions would you ask?
– Which landuse model best fits East Grinstead?
• What other resources would you use?
– Google Earth
– notes on LU models
– OS Get-a-map; Bing OS maps
• How long would it take?
– 3 weeks!
– 3 lessons
Feedback: Llandudno Tourism
• What do you want the outcomes to be?
– Y7/8: a PPT showing the best site
• (NOTE: Limit the number of sites to three or four)
– Y5/6: Debate
• impacts on the locals
• Benefits of the site
• What questions would you ask?
– Which site is the best?
– Would you like to visit Llandudno?
– What would the impacts of the park be on the local people and area? (Positive
and negative)
• What other resources would you use?
– Video clips from the tourist board
– Worksheets with tables to score characteristics of each site (transport;
distance from workforce; room for expansion; flatness of site; etc.)
• How long would it take?
– 3 weeks!
Feedback: Widgets in Mansfield
• What do you want the outcomes to be?
– Y5 or 7: PPT presentation to show which site the y
would choose and why.
• What questions would you ask?
– Where is the best site for the factory?
• What other resources would you use
– Streetview;
• How long would it take?
– ? 4 lessons?
Why should we use an Enquiry approach?
Pupils own the information
Choice of question
Sources provided
Facilitates differentiation
Geographical Significance
Outcomes
Extension questions
Suits decision-making exercises and group work
Exciting and fun
It is ‘Good Geography’
a Beginner’s
Guide to
Geographical Enquiry